CSAAPT, AAPT-SEPS, NJAAPT Spring 2026 Joint Semi-Virtual Meeting

Apr 18, 2026, 8:00 AM → Apr 19, 2026, 12:00 PM US/Eastern

University of Delaware, Sharp Laboratory

This meeting is hosted by the Department of Physics and Astronomy at the University of Delaware,

with additional funding from

• Department of Physics and the College of Science at Virginia Tech 
• Departments of Physics at the University of Virginia
• Department of Physics and Astronomy, College of Arts and Sciences, and College of Education and Human Development at the University of Delaware

 

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Overview:

The Chesapeake, Southeast Pennsylvania, and New Jersey Sections of the American Association of Physics Teachers (AAPT) will hold their Spring 2026 Meeting jointly on Saturday, April 18, 2026, 8AM to 5PM, followed by a Quantum Education Workshop on Sunday, April 19, 2026, 9AM to noon, at the University of Delaware in Newark, Delaware. You can register for the two events separately.

The University of Delaware is one of the nation’s oldest institutions of higher education, combining tradition and innovation. Founded in 1743 and chartered by the state in 1833, the University of Delaware today is a major research university with extensive graduate programs that is also dedicated to outstanding undergraduate and professional education, with an enrollment of around 19,000 undergraduate students, 4,300 graduate students, and close to 1,000 professional and continuing studies students. In addition to our main campus in Newark, UD has locations across the state, in Wilmington, Dover, Georgetown and Lewes.

The Department of Physics and Astronomy (DPA) at the University of Delaware is within the College of Arts and Sciences. The DPA is home to more than 35 full time faculty with research interests spanning sub-atomic phenomena to astrophysics, with external research grant funding in excess of $9M per year. The DPA currently has about 90 graduate students and 100 undergraduate majors. The DPA introductory physics curriculum serves over 2500 undergraduate students per year.

No membership required!             
You do not have to be an AAPT, CSAAPT, AAPT-SEPS, or NJAAPT member to attend. We welcome participation of all physics/science teachers and students in the region (DC, DE, MD, VA, PA, NJ and neighboring states) as well as anyone interested in physics education, or physics in general.

The semiannual meetings of the Chesapeake, Southeast Pennsylvania, and New Jersey sections of the AAPT are great forums to exchange ideas on novel teaching techniques and economical physics demonstrations, and to meet a fascinating cohort of physics education enthusiasts.

The main meeting is semi-virtual. The in-person meeting venue will be at the University of Delaware. Further details can be found on the Meeting Location page. The Meeting will be broadcast on Zoom so that people from afar (both presenters and attendees) can join in.  

Lodging Support!                            
We have limited funds to provide up to $354 in lodging support to high school and community college physics teachers. Please see the Travel & Lodging Info page for more details.

 

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Program:

A detailed timetable with information about sessions, contributed talks, and other activities will be posted as the meeting date approaches.

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Featured Speakers:

Please see the Featured Speakers page for the titles and abstracts of the talks and the speakers' bios.

Dr. Gretchen Campbell Associate Vice President for Quantum Research and Education, UMD	Dr. Federica Bianco Associate Professor Physics & Astronomy, UD

 

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Quantum Education Workshop:

We will host a Quantum Education Workshop on Sunday, April 19 from 9am to 12 noon. Please see the Quantum Education Workshop page for details.

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Contributed Talks and Demos:

We solicit contributions within the following parameters:

• 15-minute talk or demo (12 minute talk + 3-minute Q&A, both in-person and via Zoom)
                    
  Talk topic/demo can be anything pertaining to physics teaching
  
  
• To submit the title and abstract of your talk, please register first and then click on Call for Abstracts in the menu
  
  
• The deadline to submit your title and abstract for talks and demos is midnight of Sunday, March 29, 2026. 
   
• We plan to have a demo share-a-thon in the afternoon (no demo presentations in the morning). 
   
• Contributors of talks/demos will be issued certificates of presentation. These will be emailed to you after the Meeting.
    
  
  

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Registration:

• In-person attendance:                                  
   
  • Please use the in-person attendance registration form on the Registration page,  
    
    
  • The deadline to register for in-person attendance is midnight of Sunday, March 29, 2026. 
    
    
  • In-person attendees are requested the following registration fees to cover administrative and other costs:                                  
     
    • • Instructors/faculty of 2-year and 4-year colleges/universities, employees of institutions/organizations/companies : $40
      • K-12 Instructors, Retirees, Students, Guests : $30
      • 1st-time in-person attendees : $20                     
        
        
  • The registration fee is NOT payable upon registration.  A link for you to directly pay the registration fee online will be emailed to you after the registration deadline.  
    
     
• Remote Attendance:                                  
   
  • Please use the Zoom attendance registration form on the Registration page.                  
     
  • The deadline to register for remote attendance is midnight of Friday, April 17, 2026. 
    
    
  • There is NO registration fee for remote attendees.
    
    
  • Please note that the Zoom link for the meeting will not be made public and will only be emailed to registrants, so please pay attention to what you are receiving in your email.               
     
  • Once on Zoom, please change your Zoom name to your full name followed by your affiliation in parentheses, e.g. Jane Doe (Newark High School). This is so that we can identify your presence for the purpose of issuing your certificates of attendance.                               
    
     
• Certificate of Attendance/Presentation:                                  
   
  • Certificates of attendance/presentation will be issued to both in-person and virtual attendees/presenters.                                  
     
  • If you need a certificate of attendance and/or presentation, please register your name exactly as it should appear on your certificate(s).  No nicknames or pseudonyms, please.                      
     
  • A detailed program in pdf can be generated by clicking on the "PDF" button at the top of the "Timetable" page (once the timetable is available).
    

 

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Important Deadlines:

• Application for Lodging Support: Sunday, March 29, 2026
• Hotel room-block cutoff: Wednesday, April 1, 2026
• Submission of talk and demo abstracts: Sunday, March 29, 2026
• Registration for in-person attendance: Sunday, March 29, 2026
• Registration for virtual attendance: Friday, April 17, 2026

 

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Organizational Committee:

Alfredo Sánchez (Chair, University of Delaware, DE)
Mark Akubo (University of Delaware, DE)
Véronique Petit (University of Delaware, DE)
Kathleen Hennessey (Saint Joseph's University, PA)
Peter Kaplan (Montclair High School, NJ)
Andres Akamine (Boyd J. Michael, III Technical High School, MD)
Anupama Bhat (Delaware Technical Community College, DE)
Jeremy Carlo (Villanova U., PA)
Qi Lu (Delaware State University, DE)
Kris Lui (AAPT-OPTYCs, MD)
Sithy Maharoof (Stevenson University, MD)
Michael Price (Dover High School, DE)
Kent Yagi (CSAAPT President, University of Virginia, VA)
Jency Sundararajan (CSAAPT Vice President, University of Virginia, VA)
James Freericks (Georgetown University, DC)
Muge Karagoz (UMD College Park, MD)
Carl Mungan (USNA, MD)
Jason Sterlace (James Madison University, VA)
Tatsu Takeuchi (Virginia Tech, VA)

Google Map of Attendee Institutions

Saturday, April 18

8:00 AM → 8:30 AM Registration and Breakfast

8:30 AM → 8:45 AM Room 130 (auditorium): Opening Remark

Conveners: Alfredo Sánchez (University of Delaware), Debbie Andres

8:45 AM → 9:45 AM Room 130 (auditorium): Plenary Talk 1

Convener: Alfredo Sánchez (University of Delaware)

8:45 AM Bringing the Stars to the People

In a time when skepticism toward science runs high and trust in those who devote their lives to learning and teaching runs low, astrophysics continues to offer an invaluable opportunity for engagement and an inroad to teaching critical thinking. For many hears, astrophysics has led the way in open-data, opening a path for students and citizens to participate in the discovery process with public datasets and accessible tools. With the Vera C. Rubin Observatory around the corner, we continue to push for the democratization of the night sky and open doors to involvement in the scientific process. I want to invite us to reflect together on how the stories of the universe can become the stories of our classrooms. In an era of skepticism, astrophysics offers something rare: a subject that invites wonder, demands evidence, and humbles us all before the scale of what we have yet to understand. While human-made satellites are changing the night sky, new facilities are recording movies of the cosmos, poised to transform our understanding of the universe, and we are reminded that discovery is ongoing—and that the most profound lessons may not be the answers we give, but the questions we learn to ask.

Speaker: Dr Federica Bianco (University of Delaware)

9:45 AM → 10:00 AM Break

10:00 AM → 11:00 AM Room 100: Parallel 1

Convener: Andres Akamine (Boyd J. Michael, III Technical High)

10:00 AM A Week-Long Astronomy Camp for Secondary School Students

Friends' Central School is a Quaker N-12 day school just outside Philadelphia city limits. In 2025, we introduced the practice of week-long non-credit, elective courses for 9-11th grade students to take place at the end of the school year: "May Term." This presentation will describe activities in our inaugural year of a Backyard Astronomy camp as well as plans for the second year. We believe this is a good way to give students a taste for hands-on astronomy, exposing limitations due to light pollution as well as what,for some, might be their first experience under dark skies.

Speaker: Deborah Skapik (Friends' Central School)

10:15 AM CosmicWatch: Bringing Particle Physics into the Classroom

CosmicWatch is a compact, low-cost particle detector designed to make cosmic-ray physics accessible for education, outreach, and research. In this talk, I will present the design and capabilities of CosmicWatch detectors, which use scintillation light and silicon photomultipliers to detect atmospheric muons in real time.

Speaker: Prof. Spencer Axani (University of Delaware)

10:30 AM IceCube Masterclass : Exposing High-school students to the Frontiers of Astroparticle Research

For over a decade, the international IceCube Collaboration has hosted an annual Masterclass at multiple universities. This presentation highlights the 11th iteration of the program organized at the University of Delaware. The program is designed for advanced high school students, but especially juniors considering University STEM programs. It provides students with hands-on exposure to neutrino physics, cosmic-ray analysis, and the unique challenges of conducting research at the South Pole. The curriculum is structured to bridge the gap between foundational particle physics, hands-on experiments, and modern data science. Students move beyond theory by using tabletop muon detectors and performing event reconstructions of IceCube air-showers to derive the cosmic-ray energy spectrum. Additionally, it provides the opportunity for direct, personal interaction with professional researchers. We will also share insights into the Masterclass’s impact through student feedback and share our roadmap for upcoming years.

Speaker: Paras Koundal (Bartol Research Institute, University of Delaware)

10:45 AM Torricelli’s Law: A capstone lab for AP Physics 1 that includes viscosity

Beginning in 2025, the college board made fluids the final topic in the algebra based advanced physics 1 course. The final relationship in this final unit is Torricelli’s law for the velocity of a fluid emerging from a hole in the side of tank. It is, therefore tempting, to design a capstone lab for the course based on Torricelli’s law. It turns out that this lab is fraught with difficulty because Torricelli’s law relies on Bernoulli’s statement of the conservation of energy density in a frictionless (non-dissipative) fluid. But flowing water is always viscous (dissipative). We propose a structure for the lab that, we believe, makes it into an excellent capstone experience tying together much of the course. The lab includes strong lessons on science practices, adds a bit of history, and illustrates the richness of physics available to students who continue studying physics after their AP1 introduction to the subject.

Speaker: P.D. Kaplan (Montclair HS)

10:00 AM → 11:00 AM Room 101B: Parallel 1

Convener: Mr Jason Sterlace (James Madison University)

10:00 AM Connecting an RLC Circuit to a Diode

Start with the textbook underdamped circuit consisting of a capacitor, inductor, and resistor wired in series. The initial conditions are the capacitor is charged and the current is zero. Use an oscilloscope probe to measure the oscillating voltage across the capacitor as a function of time. If we now connect a diode in series with the input to that probe, we have a half rectifier but the resulting voltage does not vary smoothly. We can get a much smoother signal (over a certain range of time) if we instead connect the diode in parallel with the probe. (The diode is initially reverse biased relative to the capacitor to avoid shorting it out.) A comparison is made between theory and experiment that exhibits good agreement, provided an air-core coil is used.

Speaker: Carl Mungan (U.S. Naval Academy)

10:15 AM Galileo's Law of Odd Numbers

Before the formalization of calculus and Newton's laws of motion, Galileo Galilei deduced the nature of uniform acceleration using simple ratios. He discovered that the distance an object falls from rest during successive, equal time intervals is proportional to the sequence of odd numbers (1, 3, 5, 7, …). This talk explores the pedagogical power of Galileo’s Law of Odd Numbers as a bridge between abstract kinematic equations and tangible, historically grounded physics.

Drawing from forthcoming articles in The Physics Teacher—“Analyzing Motion Diagrams: Uncovering Galileo’s Law of Odd Numbers” and “Galileo's Law of Odd Numbers: The Odd Rhythm of Free Fall”—the presentation examines motion diagram analysis, scaling relationships in uniformly accelerated motion, the power of unitless expressions, and related mathematical structures that illuminate free fall in accessible and conceptually rich ways. Attendees will leave with practical, adaptable project ideas that breathe new life into standard kinematics lessons.

Speaker: Jan Fiala

10:30 AM Beyond the Rindler Horizon: An Interpretive Quantum Puzzle for Students of Relativity

Upper-level undergraduate courses in relativity and quantum mechanics are often taught independently, with limited opportunity for students to explore the conceptual interplay between the two frameworks. In this talk, we present a classroom-accessible thought experiment based on entangled spin-$\tfrac{1}{2}$ systems in reflected Rindler frames that exposes a fundamental tension between quantum measurement and relativistic simultaneity.

By introducing this scenario after covering accelerated motion, the equivalence principle, and Rindler coordinates, students are led to confront an ambiguity in the global ordering of measurements that results in conflicting predictions across observer perspectives when standard measurement assumptions are applied. This provides a natural entry point for discussing the role of interpretation in quantum mechanics and highlights limitations of commonly taught collapse-based frameworks.

We discuss how this paradox can be incorporated into upper-level curricula to deepen student understanding of both relativity and quantum mechanics, and to motivate critical engagement with foundational questions that are often omitted from standard courses.

Speaker: Dr William McConville (Widener University)

10:45 AM Relativity on Rotated Graph Paper

We construct spacetime diagrams for special relativity on graph paper that has been rotated by 45 degrees. Boxes in the grid (called “clock diamonds”) represent units of measurement modeled on the ticks of an inertial observer's light clock. Many quantitative results and their physical interpretations can be read off the diagram simply by counting boxes. We use simple geometrical constructions and a little algebra to perform Lorentz-invariant calculations visually. For a pair of events, its “causal diamond” has edges parallel to the rotated grid and has two important features: its area represents the square-interval along the diagonal joining the two events, and the aspect ratio represents the square of the Doppler factor for that diagonal. With our method, we demonstrate the clock effect/twin paradox.

Speaker: ROBERTO SALGADO (St Catherine U (St Paul, MN))

10:00 AM → 11:00 AM Room 103: Parallel 1

Convener: Mark Akubo (University of Delaware)

10:00 AM Physics and Art - a new class

I was invited to teach a new course at MICA this spring, "Visual Physics," AKA Physics and Art. Despite not being an artist (though a musician), I jumped at the opportunity to teach artists some physics that would (ideally) inform their art. This talk will discuss content, labs, and projects with which my students are engaged. I hope that it also provides high school and college teachers ideas for marrying art and physics.

Speaker: Sean Lally (Jemicy School)

10:15 AM The Interconnectedness of All Things: Language, Mathematics, and Orbits

What do the words ellipsis, parable, and hyperbole have to do with planetary motion? More than you might expect. This talk traces an unexpected thread connecting language, conic sections, and orbital physics, revealing how a single mathematical structure appears across seemingly unrelated domains. Along the way, we will revisit a familiar classroom “parabola” and ask whether it truly deserves the name. The result is a perspective that blurs the boundaries between disciplines and highlights the deep interconnectedness of the ideas we teach.

Speaker: Mr Ronald Pedelty (SEPS -AAPT)

10:30 AM Beyond Accommodations: Supporting Students with Disabilities

This session aims at exploring practical methods to enhance accessibility for students with disabilities in your classes. The tools, activities, and practices discussed are designed to help all students learn more effectively.This work is partially supported by the National Science Foundation under Grants 2228226 & 2212807.

Speaker: Shahida Dar

10:45 AM Two fun Student Lab Activities

Do you spend hours grading your student’s lab assignments? Each of these activities focuses on basic skills along with a singular physics concept. Every student has instant feedback on the correctness of their work, freeing the teacher of the overwhelming task of grading lab assignments.

Speaker: Richard Terwilliger (Retired Physics/Earth Science Teacher - Suffern Central School District, Suffern, NY)

10:00 AM → 11:00 AM Room 130 (auditorium): Astronomy Session

Convener: Tatsu Takeuchi (Virginia Tech)

10:00 AM Artemis II and Space Weather

In this talk, I will share information about the Artemis II mission to the moon. This will include information about the science the astronauts will be doing on board, the launch trajectory, and space weather mitigations. I’ll also discuss some space weather basics and show tools that teachers can use to investigate space weather and see current conditions of space weather both at Earth, at the moon, and beyond.

Speaker: Elana Resnick (NASA GSFC CCMC | ASRC Federal)

10:30 AM The Dragonfly Mission to Titan

Saturn's largest moon, Titan, is unique in our solar system. Below Titan's thick organic haze layer, rivers of methane carve channels into an icy bedrock and flow into large hydrocarbons seas. Across the landscape, water ice mountains and extensive organic sand dune fields are simultaneously alien and reminiscent of Earth. Titan’s lake mottled surface and thick, organic rich atmosphere may be an ideal setting for life as we do not know it and there is certainly much yet to be learned about our own home from the study of Titan. NASA’s Dragonfly mission will explore the surface of Titan using a dual quadcopter and reveal the answers to many questions we have about Titan.

Speaker: Dr Sarah Horst (Johns Hopkins University)

11:00 AM → 11:15 AM Break

11:15 AM → 12:15 PM Room 130 (auditorium): Plenary Talk 2

Conveners: James Freericks (Georgetown University), Dr Muge Karagoz

11:15 AM Building A Quantum-Ready Workforce

Quantum Information Science has advanced rapidly in the last 20 years, with applications spanning computing, sensing and networking. In 2018 the Congress passed the National Quantum Initiative Act (NQIA), which highlighted the urgent need for a skilled workforce in these areas. Since that time, much of the national investment has focused on graduate education, postdoctoral training, and research centers. While these areas continue to be vital, the quantum community is increasingly thinking about ways to strengthen the undergraduate pipeline, and create a broader awareness of quantum science including K–12 engagement, teacher professional development, community college partnerships, and industry- and lab-connected training. In this talk, I will discuss my own pathway to quantum science, and discuss the regional and national landscape for Quantum Education and Outreach efforts.

Speaker: Dr Gretchen Campbell (University of Maryland)

12:15 PM → 12:30 PM Group Photo

12:30 PM → 1:30 PM Lunch

1:30 PM → 2:45 PM Room 101B: Demo Make-and-Take Workshop

1:30 PM Room 101B: Make-and-Take Workshop

This Make-and-Take workshop will consist of three different take home projects; a simple “Spacephone” which can be used to demonstrate wave characteristics including: wavelength, frequency, period, amplitude, nodes and antinodes, transverse vs longitudinal waves, etc., a total internal reflection poster application that demonstrates road paint that glows when hit by car headlights at night, reflective vests, rainbows and much more, and finally constructing a simple corner box, another great application that shows reflection that is similar to total internal reflection. Make-and-Take workshop is limited to 24 participants.

Speaker: Richard Terwilliger (Retired Physics/Earth Science Teacher - Suffern Central School District, Suffern, NY)

1:30 PM → 2:45 PM Room 103: Parallel 2

Convener: Qi Lu (Delaware State University)

1:30 PM Becoming The L.E.Mentor : a Journey in Science through Showmanship

"Without promotion, something terrible happens... nothing!" – P.T. Barnum

Science explores the wonders of existence. As scientists, we’d think science should be self-promoting by its very nature. Unfortunately, that is not true. So what can we do to promote science? We can take our cue from P.T. Barnum, the greatest showman on earth. We can assemble the wonders of the ages for our audiences’ edification, education, and enjoyment – for a price. That price is their attention and time spent with us. We constantly compete with distractors from few-minute videos on social media to big budget TV science show productions to gain and maintain their attention.

These very distractions inspired the birth of my alter ego The L.E.Mentor – a being merged from science and showmanship. I will describe the ongoing evolution of The L.E.Mentor in this presentation.

Speaker: Art Pallone (Penn State Harrisburg)

1:45 PM Artificial Intelligence and Machine Learning: Is Physics Severing its Relationship with Mathematics

2024 Physics Nobel Prize award may be marked as the first sign of the
departure of the warm, deep, and historic relationship between physics and classical mathematics. Also perhaps recognizing AI and ML has implied meaning as future instruments of fast-track natural phenomena modeling tools gradually replacing traditional mathematics or even computational software tools. Even 25 years ago most in academia did not realize such changes can happen so fast during one’s lifetime.

The author will present this current trend in physics and how that can shape future physics UG and K-12 curriculum besides the challenges in
K-12 physics education one transition teacher encounters.

Speaker: Dr Rejwan Ali (NJAAPT)

2:00 PM Fourier without the Math

I will talk about how to explore concepts from Fourier series and Fourier transforms without getting too deeply into the math, suitable for an early undergraduate (pre- differential equations) or high school audience. We will discuss beats and bandwith, modulation, harmonics, and other topics.

Speaker: Jeremy Carlo (Villanova Uiversity)

2:15 PM Origami Physics : Circularity of Plane Shapes

Circularity is a measure of roundness of a plane shape. Circularity is a 2D measure. It has a 3D counterpart, sphericity. I will be sharing how I use the concept of circularity to engage students learning science. Students start by recording their predictions about the circularity of a list plane shapes. Students predict the ranking of the circularity of the shapes. They also make quantitative predictions, answering questions like “How much more circular is one shape in comparison to another?”. Reasons for the qualitative and quantitative predictions are opined.

Next, they collect and analyze data from shapes they folded. There are a number of ways to compute the circularity of a plane shape in the literature. A few methods for computing circularity will be discussed. I will share reasons for the definition ($ 4\pi \frac{Area}{Perimeter^2}$) I use in class. The shapes students fold includes heptagons, hexagons, pentagons, rectangles, squares (no folds), and various triangles.

In conclusion students reflect on the results of their experimentation. They compare measured and analyzed data with prior predictions. This activity can be adapted to a laboratory experience focused on measurement and error propagation.

Speaker: AdeBanjo Oriade (University of Delaware)

2:30 PM Origami Vector Demonstrations in 2D and 3D

In this demo you will fold paper to make vectors in 2D and in 3D. We shall predict angles in 2D and in 3D. By measuring lengths and with vector algebra our predictions will be checked.
Using paper, we will explore learning tools I designed to help students improve their command of vectors and vector algebra.

Speaker: AdeBanjo Oriade (University of Delaware)

1:30 PM → 2:45 PM Room 114: PASCO Workshop

Convener: Sithy Maharoof

1:30 PM → 2:45 PM Room 130 (auditorium): Parallel 2

Convener: Veronique Petit (University of Delaware)

1:30 PM How to teach what a photon really is

The photoelectric effect is often presented as the definitive experiment proving that photons exist. This is a misconception. In fact, several persistent myths appear in standard treatments of the photoelectric effect, including: (i) that classical physics cannot produce a frequency threshold for photoemission; (ii) that classical physics necessarily predicts long delay times before electrons are emitted; and (iii) that Einstein’s photoelectric equation, by itself, demonstrates the particle nature of light.

While these statements are widely taught, they are all wrong. The photoelectric effect does not establish the existence of photons. What it does show is that electrons in matter must be treated quantum mechanically, and that photoemission can be used as a sensitive mechanism for detecting individual quanta of light. Indeed, the photoelectric effect underlies photomultiplier tubes and enables the G2 experiment, which provides the correct, unambiguous evidence that photons exist, when it is performed with a single-photon light source.

In this talk, I will describe a conceptually clean and historically accurate way to teach the photoelectric effect without relying on these myths. This approach is part of a broader effort to re‑envision how quantum mechanics is introduced in the sophomore‑level modern physics curriculum.

Speaker: James Freericks (Georgetown University)

1:45 PM Superposition of Quantum Mechanics and SCALE-UP in the Classroom

Quantum Mechanics is the upper-level undergraduate course that is often the most challenging in the core curriculum for physics majors. While active-learning pedagogical approaches such as SCALE-UP are gaining traction in introductory physics courses at institutions throughout the country, most upper-level classes are still largely taught in a conventional lecture mode. One could ask the following question (which I have been asked in the past): "If we expect first-year students to prepare in advance for class and to work together on introductory-level problems and exercises in a SCALE-UP collaborative group-learning classroom, then why don’t we correspondingly expect third-year students to do the same in their upper-level classes?"

At George Washington University, we have been using SCALE-UP in our introductory physics classes since 2008. Over the past 18 years, both semesters of our algebra-based and calculus-based sequences have been taught in SCALE-UP mode. In the Fall 2025 semester, I had the opportunity to teach our upper-level Quantum Mechanics course for the first time, and I tried to incorporate as much of the active-learning SCALE-UP pedagogy as I could. This approach emphasized conceptual understanding, complete with in-class questions using a low-tech student response system (flash cards), as well as group problem solving for more complicated numerical/symbolic quantum problems. In addition, I adopted a little-known textbook (An Introduction to Quantum Physics – Trachanas) that proved to be enormously helpful in promoting a broader understanding of quantum principles. Finally, the course included weekly voluntary supplemental sessions outside of class time which were (quite surprisingly!) well attended, demonstrating the students’ commitment to the course. In this talk, I will present an outline of the course, and I will give examples of the active-learning exercises that engaged the students and show some of the "gems of wisdom" that the textbook offered.

Speaker: Gerald Feldman (George Washington University)

2:00 PM Designing Pedagogy for Quantum Entanglement

In the 1930s, Erwin Schrödinger recognized quantum entanglement not only as an interesting and counter-intuitive feature of multiparticle quantum states, but also as the aspect of quantum mechanics that distinguishes it most strongly from classical physics. In today’s “second quantum revolution,” entanglement plays key roles in quantum computing, quantum information science, and enhanced quantum sensing. This talk addresses the question of how to introduce students most effectively to entangled states and their significance. I argue that an effective approach emphasizes the correlations between measurements on the separated parts of the entangled state. By focusing on the probabilities of those measurement outcomes, which can be read directly from the formal state vector for the composite entangled state, we can avoid inducing common misconceptions while demonstrating the critical quantum nonlocality expressed by those correlations.

Speaker: Robert Hilborn (University of Maryland)

2:15 PM Just Follow the Arrows to Build Quantum Intuition for the Mach-Zehnder Interferometer

Quantum mechanics is both conceptually difficult and mathematically demanding for physics students. They often describe it as unintuitive, abstract, and disconnected from prior classical experiences, where the largest hurdle is the mathematical barrier to entry. But are there other approaches that can help build quantum intuition without requiring the advanced mathematics?

This presentation explores an alternative instructional approach inspired by Richard Feynman’s formulation of quantum mechanics via discrete path integrals in QED: The Strange Theory of Light and Matter, which uses “probability amplitude arrows” to determine probabilities for experimental outcomes. Rather than relying on advanced mathematical tools, this approach leverages intuitive vector addition and geometric reasoning to model how quantum probabilities emerge from alternative ways that events occur. We introduce the core ideas of this arrow-based framework and demonstrate how it provides a conceptually accessible entry point into quantum conceptual reasoning.

We focus on two single quantum optical experiments: the beam splitter and the Mach-Zehnder interferometer. Through these two examples, we illustrate how complex phenomena such as interference, superposition, and measurement can be developed using simple arrow constructions, reducing reliance on mathematical formalism, while preserving conceptual rigor. This approach can be easily incorporated into high school and undergraduate curricula and it is completely faithful to the physics, without simplifying the results.

Speaker: Jason Tran (Georgetown University)

2:30 PM Building the Quantum Pathway from the Classroom Up: Teacher PD in Polarization

In April 2025, we led one-day quantum education workshops for 34 middle and high school science teachers at Morgan State University and the University of Maryland, College Park.
These workshops stood out because of their clear teaching approach. Teachers began by using classical polarizing filters to understand polarization hands-on. Then, they moved on to quantum concepts such as single-photon behavior and superposition, using activities and discussions that linked classical and quantum concepts.
Teachers gained more than just new content knowledge. Each one created a clear plan to add polarization to their current lessons using a quantum approach. Our goal is not to create a separate quantum unit but to help teachers incorporate quantum thinking into what they already teach.

Speaker: Maajida Murdock (Morgan State University)

2:45 PM → 3:00 PM Break

3:00 PM → 4:15 PM Room 100: Demo Share-a-thon

Convener: Jency Sundararajan (University of Virginia)

3:00 PM Tesla coils in the classroom

The Tesla coil is arguably one of the most iconic physics demos. They exist in many forms large and small. I will show and tell a collection of coils that we typically use in our physics classrooms, both the classic spark gap Tesla coil (SGTC) and the more modern solid state Tesla coil (SSTC). These include handhelds for vacuum testing & gas discharge, small toys that emit gentle sparks playing music and large units that send out loud electrical arcs.

Speaker: Dr William A. Tobias (University of Virginia)

3:25 PM An Easy Way to See Radio Waves

With the use of an oscilloscope, inductor and a capacitor, the modulated carrier wave of an AM radio station can be seen.

Speaker: Robert Schwartz (SEPS-AAPT)

3:50 PM My Favorite 5 Demonstrations

Incorporate these demonstrations into your curriculum that will captivate and razzle-dazzle every student. Each demonstration is easy to do with readily available materials and clearly illustrates specific physics phenomena.

Speaker: Richard Terwilliger (Retired Physics/Earth Science Teacher - Suffern Central School District, Suffern, NY)

3:00 PM → 4:15 PM Room 101B: Parallel 3

Convener: Anupama Bhat (Delaware Technical Community College)

3:00 PM Getting Your Students on Track: Applying the 5 A’s of Alignment in Physics Labs

This talk presents a practical, data‑driven approach to improving student engagement and mastery in physics laboratories using the 5 A’s of Alignment: Aim, Actions & Assessment, Answers, Analysis, and Adjustments. Drawing on real examples from introductory physics labs including lab objectives, student performance distributions, and authentic student feedback, the talk illustrates how misalignment can hinder learning and how purposeful redesign can improve outcomes. We explore strategies such as structured lab roles, targeted assessments, scaffolded data‑analysis activities, and alignment‑driven revisions to instruction. These approaches address core challenges such as passive participation and inequitable group dynamics. The session concludes with a model for using analysis‑driven adjustments to support all learners as they develop independent scientific reasoning.

Speaker: Sithy Maharoof

3:15 PM Roles, tools, and labs: Examining a heterogenous small group of students’ perspectives in an introductory studio physics course

We examined a heterogenous group of students’ perspectives on roles, tools, and labs in small group during discourses in an introductory electricity and magnetism course within a studio physics format. We employed focus group interview to explore the perspectives of the group of two white men and one White woman. Results suggest that participants’ positively perceived the role of presentation of small group work to whole class as valuable for their learning, but they were nuances across participants. All participants agreed that roles emerged mostly spontaneously, but the woman and one of the men highlighted gender equity as crucial for equitable participation in discourses. All participants positively perceived the white board to be a central tool for their learning in the studio-styled course but differed in their perception of the labs in terms of meaningful learning. There is need for future research on fostering gender equity and attending to student’s perceptions in the studio-styled course, with pedagogical implications for active learning physics spaces.

Speaker: Mark Akubo (University of Delaware)

3:30 PM Enhancing Advanced Laboratory Education: Resources, Activities, and Support from ALPhA

This talk introduces the Advanced Laboratory Physics Association (ALPhA), a group dedicated to supporting the advanced laboratory instruction. It is intended for physics faculty who are seeking for both technical and financial support to enhance their advanced laboratory courses. The presentation will provide an overview of ALPhA’s mission, along with updated information on its recent and upcoming activities, including workshops, collaborative opportunities, and available funding programs. By highlighting these resources, the talk aims to connect physics faculty to strengthen advanced laboratory teaching and curriculum development.

Speaker: Xin Du (Widener University Department of Physics)

3:45 PM Every Point Counts and Aligning Grades with Learning: Standards-Based and Standards-Referenced Grading in Practice

This presentation examines grading practices in the high school classroom with a focus on standards and standards-referenced grading as alternatives to traditional point-based systems. It explores how educational standards can be translated from state or district expectations into clear classroom learning goals and assessment criteria for students with a growth mindset. The presentation compares several grading approaches while highlighting the strengths and limitations of each. Particular attention is given to the use of learning-outcome rubrics that track student progress toward mastery levels while still remaining compatible with typical high school gradebooks. Through examples from physics classrooms and the presenter’s own experience, the presentation argues that standards-aligned rubrics can provide clearer feedback, emphasize skill mastery over task completion, and create more meaningful assessment practices for students.

Speaker: Oren Levi (Princeton Public Schools)

4:00 PM Video analysis assignments to supplement introductory physics labs

We present a set of introductory physics (Mechanics and Electricity and Magnetism) activities that can be used as supplements or replacements for traditional labs or group activities. Each assignment poses a relatively complex problem to the students, but with a straightforward target quantity to calculate. Students have a choice of either solving the problem theoretically, or engaging with the data provided (videos, graphs, etc.) to extract the relevant physical quantities. Students who choose a theoretical approach can also perform the data analysis to confirm the quantity they calculated matches the experimental data.

Speaker: Maxim Bychkov (University of Virginia)

3:00 PM → 4:30 PM Room 103: Parallel 2

Convener: Kathleen Hennessy (Saint Joseph's University)

3:00 PM Force Theater: embodied learning activities for visualizing microscopic interactions

Embodied learning involves using the body during lessons in order to illustrate ideas and energize the audience. I discuss several embodied learning activities in which students play the role of atoms or electrons in a "force theater," to illustrate the microscopic interactions behind macroscopic models of forces (such as the normal force, friction, and tension) and other phenomena like electrical resistance.

Speaker: Alfredo Sánchez (University of Delaware)

3:15 PM The Real Costs of Authenticity: Integrating ISLE and Project-Based Learning

Physics educators must develop students' scientific abilities through structured inquiry while engaging them in authentic applications—yet integrating these goals remains challenging. This practitioner action research examines the implementation of a two-phase model across 3.5 years in a Career and Technical Education high school (140 students annually across Earth and Space Science, Honors Physics, AP Physics 1), where students possess strong hands-on skills but variable mathematical preparation.
Phase one employed Investigative Science Learning Environment (ISLE) guided inquiry to develop experimental design, data analysis, and collaboration abilities. Phase two applied these through authentic projects: Trout in the Classroom ecological monitoring, extended physics investigations and engineering projects, and extracurricular activities (Envirothon, Rocket Design).
Three major challenges emerged: prerequisite skill gaps requiring explicit instruction (mathematics, spreadsheet analysis), collaborative learning difficulties (communication, task distribution), and substantial time demands requiring flexible timelines for iterative troubleshooting and diagnostic feedback. Starting with ISLE to build a strong physics foundation, students can more successfully engage in project-based learning in physics and other science projects in the classroom, ultimately applying these skills to their daily lives.

Speaker: Andres Akamine (Boyd J. Michael, III Technical High)

3:30 PM Astrophysics in the Physics Classroom - AAPT-NASA HEAT Learning Modules OVERVIEW

This overview highlights physics learning modules that AAPT, in collaboration with NASA scientists, have developed with applications pertinent to current astrophysics to excite students about physics learning, and not just heliophysics. Our outreach invites educators on the regional AAPT level to experience how utilize the online, cell-phone, and hands-on tools developed to teach physics using examples related to outer space: stars including our sun, Earth, and also the search for other habitable planets. Topics cover exploring velocity, angular momentum, magnetism, optics, and radiation. With access available at www.aapt.org/Resources/NASA_HEAT/ here will be an overview given by an “ambassador” who trained this year (separately presenting a hands-on demo which is not required).

Speaker: Dr Anne Tabor-Morris (Georgian Court University)

3:45 PM HANDS-ON Astrophysics in the Physics Classroom - AAPT-NASA HEAT Learning Modules DEMO

This demo and hands-on experience highlights physics learning modules that AAPT, in collaboration with NASA scientists, have developed with applications pertinent to current astrophysics to excite students about physics learning, and not just heliophysics. Our outreach invites educators on the regional AAPT level to experience how utilize the online, cell-phone, and hands-on tools developed to teach physics using examples related to outer space: stars including our sun, Earth, and also the search for other habitable planets. Topics cover exploring velocity, angular momentum, magnetism, optics, and radiation. With access available at www.aapt.org/Resources/NASA_HEAT/ here will be a hands on training given by an “ambassador” who trained this year (separately presenting an OVERVIEW which is helpful not required for this experience).

Speaker: Dr Anne Tabor-Morris (Georgian Court University)

4:00 PM 3JCN Physics Simulation: Enhancing Physics Education with Interactive 3D Visualizations

3JCN Physics Simulation is a free, web-based platform featuring over 330 interactive 3D physics simulations designed to support teaching and learning across a wide range of topics, from classical mechanics to quantum physics. These simulations provide intuitive, visual representations of complex physical phenomena, helping students develop deeper conceptual understanding.

In this presentation, we demonstrate how interactive simulations can bridge the gap between mathematical theory and physical intuition. Key examples include quantum mechanics, electromagnetism, and wave phenomena, with real-time parameter control and dynamic visualization.

The platform has been used by students and educators worldwide and currently ranks #1 on Google for the search term “3-dimensional physics simulation.” We discuss its design philosophy, classroom applications, and future development directions, as well as opportunities for collaboration and integration into physics curricula and open educational resources (OER).

Speaker: Mr Thomas Nguyen (Palomar College)

3:00 PM → 4:15 PM Room 130 (auditorium): Parallel 3

Convener: Peter Kaplan (Montclair HS)

3:00 PM A table-top demonstration of magnetohydrodynamic flow

Magnetohydrodynamic (MHD) flow, arising from the interaction between electric currents and magnetic fields in conducting fluids, plays a central role in applications ranging from astrophysical plasmas to industrial liquid-metal processing. However, direct classroom demonstrations of MHD phenomena are often limited by the need for high currents or specialized equipment. In this work, we present a simple, low-cost, table-top demonstration of MHD flow using an aqueous electrolyte (NaCl solution), a permanent magnet, and a low-voltage DC power supply. The experimental setup generates a steady Lorentz force through the interaction of an applied electric field and a transverse magnetic field, producing measurable fluid motion consistent with the classical Hartmann flow configuration. A first-principles model based on the Navier–Stokes equations coupled with Ohm’s law for a moving conductor is developed, including both symmetric no-slip and asymmetric free-surface boundary conditions relevant to the experiment. The resulting velocity profiles and scaling laws are compared with observed preliminary data of flow speeds obtained using tracer particles. The demonstration offers an accessible platform for visualizing MHD effects and connecting theory with experiment in undergraduate laboratories.

Speaker: Kausik Das (University of Maryland Eastern Shore)

3:15 PM Education and Outreach efforts at QCoR, UMD College Park

The Quantum Collaborative Research Corps (QCoR) is a research organization based at the University of Maryland College Park (UMD-CP) and embedded within the LPS Qubit Collaboratory (LQC). In addition to advancing quantum information science and technology towards quantum computing, developing the next generation quantum workforce through education and public outreach is one of the core missions of QCoR. In collaboration with LQC and UMD-CP, we are heavily committed to realizing this mission. We actively facilitate student and scientist training and mentorship, initiate workforce development pathways, and engage with outreach activities to expand the quantum workforce and public understanding of quantum science and technologies. In this talk, I will outline our current efforts, our summer internship and post-baccalaureate fellowship programs, and will aim to reach out to regional K-12 and HE institutions for future collaborations and partnerships.

Speaker: Dr Muge Karagoz

3:30 PM What's Happening with OPTYCs?

The Organization for Physics at Two-Year Colleges (OPTYCs) was funded by NSF starting July 1, 2022, and administered under AAPT. NSF abruptly terminated our grant on May 9, 2025 during its spring wave of cancellations. However, the two-year college community is resilient, and we have been continuing our programming. In this talk, I'll share what we have accomplished since grant termination, and what we're planning. OPTYCs is now partially funded by a grant from the American Institute of Physics (aip.org), and reserve funds from AAPT (aapt.org).

Speaker: Kris Lui (AAPT - OPTYCs)

3:45 PM A retrospective from Figuring Physics

I will show some of my favorite items from the Figuring Physics column in The Physics Teacher and use them to generate discussions.

Speaker: Prof. Paul Hewitt (The Physics Teacher)

4:15 PM → 5:15 PM Room 101B: AAPT-SEPS Business Meeting

Convener: Kathleen Hennessy (Saint Joseph's University)

4:15 PM → 5:15 PM Room 103: NJAAPT Business Meeting

Convener: Peter Kaplan (Montclair HS)

4:15 PM → 5:15 PM Room 130 (auditorium): CSAAPT Business Meeting

Convener: Tatsu Takeuchi (Virginia Tech)